{"id":871,"date":"2024-05-10T20:12:31","date_gmt":"2024-05-10T20:12:31","guid":{"rendered":"https:\/\/icmld.com\/?page_id=871"},"modified":"2024-05-10T20:12:31","modified_gmt":"2024-05-10T20:12:31","slug":"topics","status":"publish","type":"page","link":"https:\/\/icmld.com\/tr\/1st-international-congress\/topics\/","title":{"rendered":"Konular"},"content":{"rendered":"
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Konular<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  1. Sosyal Adalet Ba\u011flam\u0131nda Matematik \u00d6\u011frenme G\u00fc\u00e7l\u00fcklerine Y\u00f6nelik Politika Uygulamalar\u0131\u00a0

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  2. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fcne ve d\u00fc\u015f\u00fck matematik ba\u015far\u0131s\u0131na neden olan sosyal ve k\u00fclt\u00fcrel fakt\u00f6rler.

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  3. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fcklerinin ve matematikteki d\u00fc\u015f\u00fck ba\u015far\u0131n\u0131n sosyal ve ekonomik f\u0131rsatlar \u00fczerindeki etkisi.\u00a0

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  4. Okulu ortamlar\u0131nda ve \u00f6tesinde, matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan ve d\u00fc\u015f\u00fck ba\u015far\u0131l\u0131 \u00f6\u011frencileri desteklemeye y\u00f6nelik stratejiler.\u00a0

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  5. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan ve matematikte d\u00fc\u015f\u00fck ba\u015far\u0131l\u0131 olan \u00f6\u011frencileri desteklemede teknolojinin rol\u00fc.

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  6. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan \u00f6\u011frencilerin desteklenmesinde ebeveynlerin rol\u00fc.\u00a0

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  7. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fcklerinin ve di\u011fer \u00f6zel e\u011fitim ihtiya\u00e7lar\u0131n\u0131n kesi\u015fimi.

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  8. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan \u00f6\u011frenciler i\u00e7in kayna\u015ft\u0131rma uygulamalar\u0131.\u00a0

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  9. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan ve matematikte d\u00fc\u015f\u00fck ba\u015far\u0131l\u0131 olan \u00f6\u011frencilerin duygusal ve bili\u015fsel \u00f6zellikleri.

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  10. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc ya\u015fayan \u00f6\u011frenciler i\u00e7in tan\u0131lama kriterleri.

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  11. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fcn\u00fcn bile\u015fenleri ve matematikte d\u00fc\u015f\u00fck ba\u015far\u0131.

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  12. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fcklerinin n\u00f6ropsikolojik y\u00f6nleri.

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  13. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fcklerinde cinsiyet farkl\u0131l\u0131klar\u0131.

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  14. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fcklerinin tan\u0131mlanmas\u0131, s\u0131n\u0131fland\u0131r\u0131lmas\u0131 ve yayg\u0131nl\u0131\u011f\u0131.\u00a0

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  15. Novel perspectives in math learning difficulties.

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  16. Di\u011fer \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri ile matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri aras\u0131ndaki ili\u015fkiler.

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  17. Sosyal adaletin sa\u011flanmas\u0131nda matematik \u00f6\u011freniminin rol\u00fc.

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  18. Bir insan hakk\u0131 olarak matematik \u00f6\u011frenimi.

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  19. \u00d6\u011fretmenlerin matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri hakk\u0131ndaki tutumlar\u0131 ve fark\u0131ndal\u0131klar\u0131.

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  20. Matematik \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri ve g\u00fcnl\u00fck ya\u015fama etkileri. <\/span><\/li><\/ol>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

    Topics Policy implications of math learning difficulties in the context of social justice.\u00a0 Social and cultural factors that cause math learning difficulties and low achievement in math. The impact of math learning difficulties and low achievement in math on social and economic opportunities.\u00a0 Strategies for supporting students with math learning difficulties and low achievers in…<\/p>","protected":false},"author":1,"featured_media":0,"parent":859,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-871","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/871","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/comments?post=871"}],"version-history":[{"count":1,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/871\/revisions"}],"predecessor-version":[{"id":875,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/871\/revisions\/875"}],"up":[{"embeddable":true,"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/pages\/859"}],"wp:attachment":[{"href":"https:\/\/icmld.com\/tr\/wp-json\/wp\/v2\/media?parent=871"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}